;
Lorem Ipsum Dolor Spring 2016
3
disseminate, store, and manage information in a classroom
environment
• Protective techniques for orientation and mobility: upper hand and
forearm, lower hand and forearm, trailing, squaring off, direction taking,
systematic search techniques, seating, room familiarization, and
methods of orientation to indoor unfamiliar areas
Standard 1
Learner Development and Individual Learning Differences
KNOWLEDGE
a. Development, including structure and function, of the human visual
system: the eyes, optic nerve, other visual pathways, and areas of the
brain involved in processing visual images
b. Most prevalent causes of severe, uncorrectable visual impairment in
children and youth ages birth to 22
c. Terminology related to diseases and disorders of the human visual
system, including cerebral/cortical visual impairment, current treatments,
effects of medications, and implications for individualizing
assessment/evaluation and instruction
d. Implications of prevalent visual conditions, including prognosis, common
medical treatments and medications, congenital versus acquired visual
impairment, and co-occurring disabilities for concept development,
development and learning, and for assessment/evaluation systems and
instruction
e. Sensory development and its impact on development and learning when
vision is impaired
f. Psychosocial and psychoeducational impact of visual impairment,
cultural identity, family systems, and family values on independence;
development and learning; accommodations and modifications, including
appropriate assistive technology; assessment/evaluation; strategy
selection and implementation; progress monitoring; orientation and
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